Digital Equity

     After reading the articles provided to us, it is pretty clear that there is a digital divide in certain areas, namely in gender differences and in areas that are socio-economically different. One article discusses the notion that female students tend to avoid classes or programs that focus on the narrower aspects of computer science. This may be because this area lacks creativity and is very straight-forward. Another article addresses the fact that school districts in low-income areas can be so desperate to raise their under-achieving students' test scores that they purchase programs that drill information into students' heads, yet lack any opportunity for real comprehension. School districts in higher-income areas may not have this kind of an issue, and therefore their students are able to use programs that allow for a deeper understanding of the information because less pressure is on them to improve test scores.

     As educators, the notion of a digital divide implies that we need to correct it in the best ways possible. For some teachers, this may mean adding some creative or personalized components when studying computer science or similar subjects, in order to encourage more female students to gain interest. Unfortunately, for teachers in low-income areas, there may not be as much opportunity to improve this divide because of mediating factors. Because of No Child Left Behind, teachers and administrators are under immense pressure to raise test scores and improve rates of proficiency. Unfortunately, this means that many students will be drilled with information in order to regurgitate it on future assessments. This does not leave much time for new methods to be introduced. However, teachers must do the best they can to ensure that students are able to comprehend what they are learning. This can be done by asking students to apply the information they have learned to new situations. Without the ability to manipulate a piece of information and apply it to a new situation, students will not have gained the deeper understanding necessary for full comprehension.